POLÍTICA E PERMANÊNCIA PARA ESTUDANTES COM DEFICIÊNCIA VISUAL NA EDUCAÇÃO SUPERIOR: o que expressam as teses e dissertações publicadas em programas de pós-graduação

Abstract

This research aimed to analyze theses and dissertations that address the permanence of students with visual impairments—specifically blind students—in higher education. Although access to higher education for this population has advanced in recent years, their continued enrollment remains a challenge that demands effective and ongoing actions. To achieve the proposed objective, the research revisited concepts related to visual impairment as well as aspects that impact the permanence of these students in higher education. An educational data survey was conducted to measure the presence of blind students in undergraduate programs, considering the number of entrants, enrolled, and graduates across both public and private institutions, in both in-person and distance learning modalities, and in bachelor's and licentiate degree programs. To support the research, the study also mapped higher education policies, particularly those aimed at students in special education, focusing on students with visual impairments between 1995 and 2022. Subsequently, it analyzed theses and dissertations that discuss the permanence of blind students at this educational level. The works of Melo (2011), Ferreira (2016), Martins (2016), and Oliveira (2017) stand out, as they portray that the permanence of these students is not only a matter of equity but also contributes to building a more inclusive and enriching university environment. As a conclusion, the analysis of the selected theses and dissertations indicates that educational practices often remain rooted in traditional models that do not fully address the specific needs and demands of students with disabilities. Thus, permanence is understood not merely as the physical presence of the student in higher education but as the assurance of real conditions for participation, learning, and development. To this end, accessibility must be seen as a structural axis, permeating physical infrastructure, teaching methodologies, teacher training, and the provision of adapted technological and pedagogical resources. It is concluded that, despite public policies and institutional initiatives aimed at ensuring access, barriers such as the lack of accessible materials, mobility challenges, and the shortage of specialized professionals continue to hinder the permanence of this group of students in higher education.